Literaturnachweis - Detailanzeige
| Autor/in | Johnston, Renie Elizabeth |
|---|---|
| Titel | An Analysis of Student Progression in Traditional versus Online Anatomy and Physiology Courses for an Associate Degree Nursing Program |
| Quelle | (2018), (175 Seiten)
PDF als Volltext Ed.D. Dissertation, Wingate University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4383-6652-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Nursing Education; Anatomy; Physiology; Two Year College Students; Online Courses; Retention (Psychology); Community Colleges; Conventional Instruction; Student Attitudes; Critical Thinking; Case Method (Teaching Technique); North Carolina |
| Abstract | The purpose of this mixed-methods research study was to determine if the chosen format, online or traditional, of anatomy and physiology courses impacted the retention of the anatomy and physiology knowledge base in the Associate Degree Nursing program at a large-sized, urban community college within the North Carolina Community College System. The quantitative portion of the study includes one cohort's scores on the science portion of Assessment Technologies Institute's Test of Essential Academic Skills version V (ATI-TEAS V) and Health Education Systems Incorporated (HESI) Exit Exam. This information is used to develop a comparative view of how well students from each delivery format retained the anatomy and physiology knowledge base for application in the anatomy-rich courses of the Associate Degree Nursing program. The qualitative portion of the study utilized student survey and focus group data to assess the students' perspectives concerning efficacy and what it takes to be successful in each of the two course formats. A t-test was used to analyze the quantitative data; the chi-square and Fisher's Exact tests were used for the qualitative data. Interviews with students provided the themes identified in the qualitative analysis. The data gathered and analyzed in this study indicate there is no difference in the anatomy and physiology knowledge base retention between students who received instruction online or traditionally. Students suggested more instruction in critical thinking using case studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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